OTHER PUBLICATION Jeremy Goro EAST Kilala Devette-Chee Peter Magury PROVINCE Daphney Kollin 2009 PROVINCIAL AND Martha Waim DISTRICT UNIVERSAL BASIC www.pngnri.org EDUCATION PROFILE

September 2020 This page is intentionally left blank OTHER PUBLICATION EAST NEW BRITAIN Jeremy Goro Kilala Devette-Chee PROVINCE Peter Magury Daphney Kollin 2009 PROVINCIAL AND Martha Waim DISTRICT UNIVERSAL BASIC EDUCATION PROFILE

September 2020 First published in September 2020 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior permission of the publisher.

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ABCDE 202423222120 The opinions expressed in this report are those of the authors and not necessarily the views of the Papua New Guinea National Research Institute.

Cover designed by PNG NRI Digital Media Unit Table of Contents Acknowledgement v Abbreviations and Acronyms vi Foreword vii Introduction 1 Provincial education system coverage 2 Overview of universal basic education indicators 3 Guide to data sources 6 Limitation of data 7 East New Britain Province 8 12 District 15 18 District 21 Summary of findings 24 Bibliography 25

i List of Charts, Figures and Tables List of Tables Table 1: East New Britain Province - number of schools, classes, students and teachers by school level 9 Table 2: East New Britain Province - distribution of schools by district and school level 10 Table 3: East New Britain Province - number of schools by basic education providers 10 Table 4: East New Britain Province - net admission rates 11 Table 5: East New Britain Province - gross and net enrolment rates 11 Table 6: East New Britain Province - retention rates 11 Table 7: East New Britain Province - Grade 8 examination results by subject 11 Table 8: Gazelle District - number of schools, classes, students and teachers by school level 13 Table 9: Gazelle District - number of schools by basic education providers 13 Table 10: Gazelle District - net admission rates 14 Table 11: Gazelle District - gross and net enrolment rates 14 Table 12: Gazelle District - retention rates 14 Table 13:Gazelle District - Grade 8 examination results by subject 14 Table 14: - number of schools, classes, students and teachers by school level 16 Table 15: Kokopo District - number of schools by basic education providers 16 Table 16: Kokopo District - net admission rates 17 Table 17: Kokopo District - gross and net enrolment rates 17 Table 18: Kokopo District - retention rates 17 Table 19:Kokopo District - Grade 8 examination results by subject 17 Table 20: Pomio District - number of schools, classes, students and teachers by school level 19 Table 21: Pomio District - number of schools by basic education providers 19 Table 22: Pomio District - net admission rates 20 Table 23: Pomio District - gross and net enrolment rates 20 Table 24: Pomio District - retention rates 20 Table 25: Pomio District - Grade 8 examination results by subject 20 Table 26: - number of schools, classes, students and teachers by school level 22 Table 27: Rabaul District - number of schools by basic education providers 22 Table 28: Rabaul District - net admission rates 23 Table 29: Rabaul District - gross and net enrolment rates 23 Table 30: Rabaul District - retention rates 23 Table 31: Rabaul District - Grade 8 examination results by subject 23 Table 32: Summary of East New Britain Province‘s Performance in UBE in 2009 24 ii List of Figures Figure 1: East New Britain Province map and population figures 8 Figure 2: East New Britain Province - basic education distribution 9 Figure 3: East New Britain Province - basic education providers 10 Figure 4: Gazelle District map 12 Figure 5: Gazelle District - basic education distribution 13 Figure 6: Gazelle District - basic education providers 13 Figure 7: Kokopo District map 15 Figure 8: Kokopo District - basic education distribution 16 Figure 9: Kokopo District - basic education providers 16 Figure 10: Pomio District map 18 Figure 11: Pomio District - basic education distribution 19 Figure 12: Pomio District - basic education providers 19 Figure 13: Rabaul District map 21 Figure 14: Rabaul District - basic education distribution 22 Figure 15: Rabaul District - basic education providers 22

iii iv Acknowledgement We are indebted to the Department of Education (DoE) for the use of its 2009 National Annual School Census data to compile the East New Britain Province 2009 Provincial and District Universal Basic Education Profile. We would like to thank the National Statistical Office (NSO) for providing the soft copies of the district and provincial maps, and for the 2009 population figures used in the profiles. We also thank Lewis Iwong for modifying the base maps. We wish to express our sincere appreciation to Dr Thomas Webster, Dr Charles Yala and Dr David Ayers for their insights, encouragement and passion for the project. We acknowledge the efforts of our colleagues, Peter Kerrison and the staff of the Knowledge Management Division, for layouts of the profiles, the research cadets for their help with data downloading and formatting, and Dr Esther Lavu for her invaluable comments during the drafting of the profiles.

About the Authors

Jeremy Goro is a Research fellow in the Universal Basic Education Research Program at the PNG National Research Institute. He has a Master of Education specialising in research and pedagogy from the University of Newcastle, New South Wales, Australia. His research interest areas include education and curriculum reforms, understanding issues in higher education, economics of education, governance of education and cross-cutting issues in education. He also has research interest in governance and service deliveries in Papua New Guinea. Dr Kilala Devette-Chee is a Senior Research Fellow and the Program Leader of the Universal Basic Education Program at the PNG National Research Institute. She holds a PhD in Educational Linguistics and Masters in English Language Teaching from the University of Canberra as well as a Postgraduate Diploma in Linguistics and Applied Linguistics from the Australian National University. Her current research interest is in the fight and advocacy for quality education which is the foundation to creating sustainable development. As vice chair of the PNG Education Advocacy Network and the South Pacific female representative in the Asia South Pacific Association for Basic & Adult Education’s (ASPBAE) Executive Council, which promotes equitable quality education and promotes life-long learning for all, Dr Devette-Chee advocates for “leaving no child behind”. Peter Michael Magury is a Research Fellow with the Development Indicators Research Program at the PNG National Research Institute. Prior to that Mr Magury was a Research Fellow with the Universal Basic Education (UBE) Research Program. His current projects include the 2019 selected education indicators of access, retention and quality at agreed geographical levels and understanding the basic concept of Access, Retention, and Quality Indicators in UBE Plan 2010–2019. Mr Magury received his bachelor’s degree in science from the University of Papua New Guinea and his master’s degree in statistics from the Swinburne University of Technology in Melbourne. Following his master’s degree, Mr Magury served as a principle statistician overseeing the statistics unit and the Education Management Information System (EMIS) at the Department of Education. His research and development interests are in the areas of social statistics and indicators for policy formulation and analysis, monitoring and evaluation of social indicators. Daphney Kollin and Martha Waim were research cadets working under the Universal Basic Education Program at the time this report was written. Both had graduated from the University of Papua New Guinea with Bachelors in Economics in 2017.

v Abbreviations and Acronyms CRR cohort retention rate DoE Department of Education EMIS Education Management Information System GER gross enrolment rate LLG local-level government NAR net admission rate NER net enrolment rate NRI National Research Institute PES Provincial Education System PNG Papua New Guinea SDA Seventh Day Adventist UBE Universal Basic Education Glossary of terms Elementary education Programs at the initial stage of an organised instruction, which are designed to introduce very young children, usually from age six to eight to a school type environment. This is to provide a bridge between school and home. Such programs are a more formal component of the Early Childhood Care and Education. Upon completion of this program, children continue to lower primary education. Gross enrolment rate Number of students enrolled in a given level of education regardless of age, expressed as a percentage of the population in the relevant official age group. Note also that GER can be higher than 100 percent as a result of grade repetition and entry to school by younger and over-age children than the correct age. Net enrolment ratio Number of students enrolled in the official age group for a given level of education enrolled in that level expressed as a percentage of the total population in that age group. Net admission rate Number of students in the official school entrance age who are new entrants into the first grade of elementary education, expressed as a percentage of the total population in that age group. This indicator is sometimes known as net intake rate. Primary education Education programs that are usually designed on a unit or project basis to give students a sound basic education in reading, writing and mathematics with an elementary understanding of other subjects such as history, geography, natural science, social science, art and music. In some cases, religious instruction is also taught. It has pupils enrolled in Grades 3 to 8. Children enrolled in primary school are around nine years old. Retention rate Number of students who complete the final year (Grade 8) of primary school expressed as a percentage of the number who entered the first year (elementary prep). vi Foreword Education has been a focal point of the Government of Papua New Guinea’s development strategy prior to, and after independence in 1975. This is due to its importance in the overall development of people capacity and the positive impact it will have on the citizens’ quality of life. The emphasis and strategies to develop education in Papua New Guinea (PNG) were influenced by international conventions associated with this sector. The Education for All goals agreed to in 1990 in Jomtien, Thailand (Shaeffer, 1995), and the Dakar Framework for Action (2000) to universalise primary education by 2015, informed the planning and actions taken in the country. Similarly, the United Nations Millennium Development Goals (MDGs) established in 2000, the United Nations Convention on the Rights of the Child (1990), and the Universal Declaration of Human Rights (1948) provided further international impetus for education development. In PNG, more than 800 languages are spoken. More than 80 percent of the population lives in rural areas and some of these areas are very remote and inaccessible. The 22 provinces, 91 districts, 113 local-level governments and 6,131 wards, are very different and have their own challenges. Each locality has unique challenges and constraints when working towards Universal Basic Education (UBE). They require specific interventions that can work in their local settings. It is in this context that the East New Britain Province 2009 Provincial and District Universal Basic Education Profile is developed. This profile draws attention to the need for proper education data and information at the district level. It provides basic education information at the district level so that planners can plan better and develop policies that reflect the school-age children’s population distribution in the province. This profile establishes common UBE indicators for providing basic education services at the district level. It establishes a reference point from which each district can implement various UBE policies and monitor its progress over time. At the same time, each community in the East New Britain Province and its districts should take responsibility for designing and implementing their own strategies towards universalising basic education in their areas. The Achieving a better future through Universal Basic Education Plan, 2010–19 (Department of Education, 2009), outlines three critical areas for a community to measure its progress towards UBE: 1) How many of the school- aged children have access to and enroll in school?; 2) How many of them stay on and complete the full phase of basic education in elementary and primary level?; 3) How many of them have acquired the minimum level of knowledge and skills covered in the school curriculum — and is it quality education? The main thrust of the plan was for a school-based education approach developed by each community and supported by district-level authorities and provincial and national governments. This bottom-up approach works towards achieving quality basic education targets. Each community knows which children are not in school and what they need to do to increase access and ensure that children do not drop out but are retained and complete the whole school cycle. Each community can work on strategies to improve the quality of learning in their schools in many areas identified by research. It is hoped that this profile can be used by education administrators, planners, policy-makers, researchers and academics to monitor the progress of districts and to assist in planning and policy development in basic education in the East New Britain Province.

Dr Osborne Ogis Sanida Director

vii Introduction East New Britain Province covers the , the Baining Mountains and the valleys of the Keravat and Warangoi Rivers. It also includes Watom and the Duke of York Islands. The south of the province includes the Nakanai Mountains and the Ania, Melkoi and Megigi Valleys. With four districts, 18 LLGs, and 386 wards spread over the province, the challenges for education policy makers and implementers in delivering basic education services are substantial. These challenges are coupled with additional pressures emanating from serious concerns about the lack of access for most school-aged children to education, as well as poor student retention rates and poor student learning outcomes due to an irrelevant curriculum. As a result, enabling education policies and plans have been developed and implemented with the goal of making education universally available to all school-aged children, keeping them in school to complete their basic education of good quality. It is essential that these education policies and plans are carefully monitored at the province and district levels to see progress over time. To monitor the progress of these education policies and plans, we need up-to-date data and information disaggregated to the level of the district. This will help the government and its stakeholders to better understand the unique needs and challenges of each district, to identify performance monitoring gaps where there is improvement, no change and deterioration in relation to access, retention and quality of learning. The production and dissemination of the East New Britain Province 2009 Provincial and District Universal Basic Education Profile focuses on the need for information at the province and district levels towards attainment of UBE goals and, simultaneously, identify gaps that would need interventions in the areas of access, retention and quality. TheEast New Britain Province 2009 Provincial and District Universal Basic Education Profilecontains maps, and general basic education information regarding the school-age population, enrolment, number of schools and teachers. These are followed by the three UBE indicators of access, retention, and quality. This profile will be circulated to all stakeholders at the national, provincial, district, and local levels of government, and to political leaders, public servants, and development partners. It is hoped that these profiles will provide insights into the progress of East New Britain Province and its districts towards achieving UBE, and the unique challenges they have in doing so, and will be used as a platform to influence policy choices and interventions.

1 Provincial education system coverage Provincial Education System (PES) coverage is the extent to which education is made available in the province and at various education levels to adequately meet the demand for education. It helps education planners and policy makers to understand, among other factors the absorptive capacity of the PES, the access and participation gaps, the number of places that will need to be provided for students at various levels in the education system, and the disparities in the provision of education. Understanding these factors will enable more effective measures to be taken to address these and to ensure that education is made available to all school-ged children. In 2009, the East New Britain Province education system had grown to employ around 2,030 teachers for 57,091 students across 312 elementary schools, 30 community schools and 126 primary schools. While the DoE provides support to and oversight of all schools registered within the PES, more than half of the schools were run by the non-government sector. The main church education agencies were: Catholic, United, Seventh Day Adventist (SDA), and Anglican churches. Within the church agency category in 2009, the Catholic Church provided 50 percent of schools. The distribution of basic education providers from other denominations was as follows: United Church (30%) and SDA (1%) while the Anglican Church provided one school (DoE, 2009). Each district profile shows the number of schools in each level of education, by district, in order to ascertain if there is adequate space to meet the demand for education. Access and enrolment data suggest that a critical factor for the increased number of school-aged children being out of school is the lack of schools.

2 Overview of universal basic education indicators This section provides a background and a guide to the key UBE indicators chosen for this profile. It provides the description of the three main indicators (access, retention, and quality) and an overview of the current situation in East New Britain Province and its districts’ basic education. These indicators are addressed according to three priority pillars in basic education development in the province and each of the districts: increasing access to schools (access), ensuring that students get a full nine years of education (retention), and improving the quality of education so that all students have acquired all the knowledge and skills that are taught at the community school level (quality). Net admission rate Children’s access to the first level of education is measured using the NAR. This is measured in terms of the proportion of six-year-old children admitted to Elementary Prep relative to the population of six-year-olds. The NAR is a useful indicator because it tells us not only the number of students with access to Elementary Prep, but more importantly, the number of students being denied access. Overall, the NAR for East New Britain Province is 13.9 percent. This indicates that of all the children enrolled in Elementary Prep, only 13.9 percent of the children were six-year-olds while 86.1 percent were older or younger than six-years-old. The data presented illustrate that all the districts had low number of six-year-old children enrolled in elementary schools in 2009. District distribution shows that Gazelle (16.5%) had the highest NAR followed by Pomio (16%), Rabaul (13.4%) and Kokopo (9.6%). Generally, the NARs for the East New Britain Province and its four districts show that a large proportion of children in the population of six-year-olds do not have access to the first year of formal education. The high number of children enrolled at older ages can be explained by the fact that children are starting school very late. It would seem to merit further investigation into the factors behind the low participation rate of six-year-olds. Better understanding of the reasons will help in designing effective strategies for getting parents to enroll their six-year-olds in school. Enrolment rates Enrolment rates are used to measure students’ participation in education as well as help us to identify the number of children enrolled in education as a proportion of the population of related school age. The gross enrolment rate (GER) and the net enrolment rate (NER) are often used to measure students’ participation in education. The GER has been used here because it helps us to know the exact number of children, regardless of age, who are enrolled from Elementary Prep to Grade 8 and, most importantly, those who are not enrolled. Generally, the enrolment data presented here shows that East New Britain Province had a GER of 87.1 percent while the national average stands at 88.6 percent. In terms of districts, Gazelle (92.3%) had higher enrolment rates followed by Rabaul (87.2%), Kokopo (87%) and Pomio (81.8%). The figures for ENB Province and Rabaul District suggest that student’s enrolment in basic education is below the national average except Gazelle District. The NER has been used to measure students’ participation in basic education because it helps us to know the actual number of students in the population of related school age (six to 14 years) who are in school and, most importantly, those who are not in school. Secondly, NER is a good indicator for measuring progress towards the goal of UBE. The enrolment data presented indicate that East New Britain Province had a NER of 44 percent. This means

3 that 44 percent of six to 14-year-old children were enrolled in basic education in 2009 while 56 oercent were still out of school. In terms of districts, Kokopo had the highest NER (47.7%), followed by Gazelle (46.8%), Rabaul (42.1%), and Pomio (39.4%). The data suggest that East New Britain Province and all its districts were not making good progress towards the goal of UBE. Retention rate The cohort retention rate (CRR) is the indicator used to measure the number of children who complete a basic education cycle. In other words, it takes the children completing the final grade (Grade 8) of basic education as a percentage of those who started in the first grade (Elementary Prep). The CRR is a useful indicator because it not only tells us the number of children that remain in school to progress to the next level of the education cycle but also the number of children who dropped out of school. Completion of basic education implies achieving the necessary level of competence to allow a child to progress to the next level of education or to be able to be self-taught. Leaving school before completing the nine years of basic education means that a smaller number of children finally completed Grade 8. This fact is important in looking at the UBE because we will only be successful if all the children enrolled in Elementary Prep continue in school until the end of Grade 8. This is referred to as CRR. Leaving school before completing Grade 8 means children may not have learnt as much as they should have and may not be competent with their skill levels. It may also mean that children will be illiterate and struggle to fulfil a role in society at large. Overall, data presented here show that East New Britain Province had a CRR of 82 percent which was higher than the PNG average CRR (65%). In terms of districts, Rabaul (92.3%) and Kokopo (92%) show higher rates than Pomio (81.7%) and Gazelle (73.4%) and were all higher than the national average. Although enrolment rate was low in East New Britain Province, the retention of students in school was well above average. A large percentage of the children who enrolled in Elementary 1 and Grade 1 in community and primary schools completed Grade 8. Given the low enrolment rate and very high retention rate in ENB Province, a large percentage of the children who enrolled in Elementary 1 and Grade 1 in community and primary schools completed Grade 8 in 2009. This means that many children have passed on from schools in ENB Province. This suggests that ENB Province and its districts are working towards achieving the goal of UBE. Quality The third indicator of UBE in PNG is quality education. This measures whether students can learn the required knowledge, skills and competencies prescribed in the national school curriculum. Quality is often measured using students’ academic achievements from examination results or the pass mark. In most cases, proxy indicators such as Pupil-Teacher Ratio, Qualified Teachers, and Pupil-to-Textbook Ratio are used instead. However, for this UBE District and Provincial Profile, the pass mark for Grade 8 examination is used as measure of quality education under UBE, which then translates into Sum of Mean Scores of the subjects examined (English, Maths, and Combined Subject), which is the determining factor in selection for admissions to Grade 9 in secondary schools. An analysis of the national Grade 8 examination results in 2009 generally shows that the provincial average for East New Britain Province (59.5) in basic education was fairly low in all four subjects. Literacy, numeracy and general skills results were low in the province. The province’s pass mark (59.5) was well below the national target of 80. At the provincial level, East New Britain’s performance was below the national average pass mark (60). The national average pass mark is the benchmark for selecting students for Grade 9. A significant number of students performed well below the national average. As a result, the province lowered its pass mark in order to enrol more

4 students in Grade 9. The examination results for Grade 8 for 2009 are shown in the profile. These are the mean scores and do not reflect absolute standards. District comparisons show that Rabaul scored 62.7, Pomio (61.1), Kokopo (56.8) and Gazelle (56.3). They performed quite poorly in Grade 8 examination in 2009. This indicates that most students after completing Grade 8 had not acquired the minimum knowledge and skills necessary to equip them for work and life in their rural village settings to which most would return.

5 Guide to data sources This publication, East New Britain Province 2009 Provincial and District Universal Basic Education Profile is produced by the National Research Institute based on collections from the 2009 school census of PNG schools held in March 2009. It presents information on all government and non-government schools, students and teachers in East New Britain Province. From 2007, all East New Britain Province schools provide details of enrolments and staffing data once every year. The collection starts in March and provides data used as a basis for school resource allocation and for inclusion in provincial and national statistical digest publications. The census is processed and validated by staff of the Policy Planning Research and Data Analysis Division of the Department of Education The figures presented in this report have been taken from the 2009 school census. This census collected student age data for the first time as well as large amounts of previously unavailable data about the teachers. Approximately, all the schools in East New Britain Province responded to the 2009 school census. The age structure of the missing schools was assumed to be the same as those schools in the province that did submit returns. So, the age structure of the schools that submitted data was applied to the estimated enrolments of those that did not. Population data were supplied by the NSO in the form of estimates in five-year age groups, disaggregated by gender. The age groups were 0 - 4, 5 - 9, 10 - 14, 15 - 19, 20+. The age for commencement of elementary school in Papua New Guinea is six years, primary school starts from nine years and secondary school from 15 years of age. The data had to be rearranged to form appropriate age group to calculate age-related indicators such as net admission rate (NAR) and net enrolment rate (NER). For this purpose, the following age groups were defined: • Age 6, for calculating NAR for Elementary Prep. • Age 6–14, for calculating gross enrolment rate (GER) and NER for basic education. District age population was estimated by applying the age structure of the province across each of the districts as in the province as a whole. The estimates were compared for provincial and district consistency. In some situations where there has been rounding, discrepancies may occur between sums of the component items and totals. Further information about the publication may be obtained from: The Universal Basic Education Research Program National Research Institute P.O. Box 5854 Boroko, NCD Papua New Guinea

Telephone: +675 326 0300 or 3260061. Email: [email protected]

6 Limitation of data This Provincial and District UBE profile is based on the school census in 2009 to assess the status of provinces and districts in relation to achieving UBE. The indicators are limited to what data were available at the time, based on the school census exercise run by the Department of Education (DoE) at the time, throughout PNG. Reliable estimates of net admissions, and net and gross enrolment rates require reliable estimates of NARs, NERs and GERs, and school-age population. Errors occur when enrolment levels are under- or over-reported. Over-reporting of enrolment levels may occur if schools have a financial incentive to do so (e.g. Tuition Fee Free, which is based on enrolment figures). Under-reporting of enrolment may occur if the DoE fails to include all schools in the country; particularly private schools. Some schools were included in the census but did not have any data, and therefore have not been included in the analysis or the profiles. For information that was missing at the time, projections were made, particularly for the access rates.

7 East New Britain Province Figure 1: East New Britain Province map and population figures

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About East New Britain Province East New Britain Province covers the eastern part of the New Brtain Island that covers Gazelle Peninsula and to the west is Pomio District. It also includes Watom and the Duke of York Islands. A road network runs through the Gazelle Peninsula, out to Lassul on the coast and through the Baining Mountains. There are very few roads in the south, where water transport is very important. The inland areas of Pomio District are remote, and people must travel more than a day to reach a service centre. East New Britian Province has four districts, 18 LLGs and 386 wards. The province has 312 elementary schools, 30 community schools and 126 primary schools. These schools were provided by the government and churches that run as agency schools: Government (18%), Catholic Church (50%), United Church (30%) and others (2%). Summary The East New Britain’s performance in UBE in 2009 is reported in this profile. In terms of access, the NAR (13.9%) was below the national average (41.2%. A higher percentage of the female population was admitted to Elementary Prep. The GER (87.1%) was also below the national average (88.6%) and the NER (44%) for the province was below the national average (69.5%). In terms of gender, females (from the total population of six- year-old females) had a higher NAR and GER than males but had lower NER in 2009. District distribution shows that Gazelle (16.5%) had the highest NAR followed by Pomio (16%), Rabaul (13.4%) and Kokopo (9.6%). In terms of GER, Gazelle (92%) had the highest GER while Pomio (82%) had the lowest GER while Rabaul (87%) and Kokopo (87%) were in the middle. The NER, where the correct age of 6–14 years were enrolled in 2009, Kokopo had the highest NER (47.7%) followed by Gazelle (46.8%), Rabaul (42.1%), and Pomio (39.4%). The figures for East New Britain as a province and its districts suggest that student enrolment in basic education was below average. 8 Retention measured using CRR for East New Britain Province (82%) is higher than the national average (65%) in 2009. In terms of districts, Rabaul (92.3%) had the highest retention rates followed by Kokopo (92.0%), Pomio (81.7%), and Gazelle (73.4%). Quality, as measured using the results for Grade 8 national examinations results shows that East New Britain Sum of Mean Scores (59.5) is just below the national average (60.1) is fairly low in all three subjects Maths (18), English (20.9) and Combined Subjects (20.6). At the district, Rabaul (62.7) and Pomio (61.1) had high Sum of Mean Scores averages in all the subjects, while Kokopo (56.8) and Gazelle (56.3) were significantly lower than the provincial average and national average. The data suggests that East New Britain Province was making slow progress towards achieving quality UBE in Grade 8 national examinations. Basic education institutions Table 1: East New Britain Province - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 312 892 23,056 815 Community 30 48 1,187 40 Primary 126 1,172 32,848 1,175 Total 468 2,112 57,091 2,030

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 2: East New Britain Province - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009).

9 Distribution of schools Table 2: East New Britain Province - distribution of schools by district and school level

District Elementary Community Primary Total Gazelle 122 11 51 184 Kokopo 66 0 28 94 Pomio 96 16 29 141 Rabaul 28 3 18 49 Total 312 30 126 468

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 3: East New Britain Province - number of schools by basic education providers

Provider # of Schools Catholic 233 Government 86 Others 2 SDA 7 United Church 140 Total 468

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 3: East New Britain Province - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009).

10 Universal basic education indicators Access Access to education is the extent to which children of specific age can gain access to a particular level of education. In this report, the access to education was measured using the NAR. The NAR measures access to the first grade (elementary prep) of formal education. Children’s participation in education is measured using the NER and the GER. Net admission rates Table 4: East New Britain Province - net admission rates

Male Female Total East New Britain Province 13.5% 14.3% 13.9% Papua New Guinea 23.2% 24.9% 24.0% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013).

Gross and net enrolments Table 5: East New Britain Province - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total East New Britain Province 89.0% 85.0% 87.1% 44.4% 43.6% 44.0% Papua New Guinea 91.1% 85.9% 88.6% 72.1% 67.1% 69.50% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013).

Retention Table 6: East New Britain Province - retention rates

Male Female Total East New Britain Province 82% 82% 82% Papua New Guinea 69% 61% 65% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality Table 7: East New Britain Province - Grade 8 examination results by subject

English Mathematics Combined Sum of Written Language (average Subject mean Expression (average marks marks out of (average marks scores (out (average out of 50) 50) out of 50) of 50) marks out of 50) East New Britain Province 20.0 18.0 20.6 59.5 15.6 Papua New Guinea 19.8 19.9 20.3 60.0 13.8

Source: Authors’ calculations from 2009 examination data from EMIS Database (DoE, 2009).

11 Gazelle District Figure 4: Gazelle District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Gazelle District Gazelle District is in the north west of East New Britain Province. It covers the Baining Mountains, the Keravat Valley, as well as coastal plains from Ataliklikun Bay to Open Bay. Gazelle District has five LLGs and 130 wards. The district has 122 elementary schools, 11 community schools, and 51 primary schools. These schools were provided by the government and churches that run as agency schools: Catholic Church (44%), United Church (36%), Government (18%) and others (2%). Summary Gazelle District has a net admission rate (16.5%) above the provincial average (13.9%) but below the national average (24.2%). While 16.6 percent were admitted to Elementary Prep, 85.4 percent were still out of school or in other grades. The GER (92.3%) was well above the provincial average (87.1%) but below the national average (88.6%). This suggests that access to education in Gazelle District was good in 2009. The NER (46.8%) was above the province average (44%) but below the national average (69.5%). Gender comparison sees a higher proportion of the female population for NAR, GER and NER. The retention rate for Gazelle District (73.4%) is lower than the province average (81.8%) but higher than the national average (65%). In terms of quality UBE for Gazelle, the Grade 8 examination result for the three subjects (English, Mathematics and Combined Subject) were below the province and national average. The Sum of Mean Scores (56.3) was below the province average (59.5) and was also the lowest among the four districts. This means that Gazelle’s progress towards quality of learning is slow.

12 Basic education institutions Table 8: Gazelle District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 122 397 10,309 375 Community 11 6 112 5 Primary 51 515 14,257 499 Total 184 918 24,678 879

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 5: Gazelle District - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 9: Gazelle District - number of schools by basic education providers

Provider # of Schools Catholic 81 Government 36 SDA 1 United Church 66 Total 184 Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 6: Gazelle District - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009).

13 Universal basic education indicators Net admission rates Table 10: Gazelle District - net admission rates

Male Female Total Gazelle District 16.1% 15.9% 16.5% East New Britain 13.5% 14.3% 13.9% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Gross and net enrolments Table 11: Gazelle District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Gazelle District 92.7% 91.9% 92.3% 46.5% 47.2% 46.8% East New Britain 89.0% 85.0% 87.1% 44.4% 43.6% 44.0% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Retention Table 12: Gazelle District - retention rates

Male Female Total Gazelle District 73.2% 73.5% 73.4% East New Britain 81.9% 81.6% 81.8% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality Table 13: Gazelle District - Grade 8 examination results by subject

English Mathematics Combined Sum of Written Language (average Subject mean Expression (average marks marks out of (average marks scores (out (average marks out of 50) 50) out of 50) of 50) out of 50) Gazelle District 19.9 17.2 19.2 56.3 14.3 East New Britain 20.9 18.0 20.6 59.5 15.6

Source: Authors’ calculations from 2009 examination data from EMIS Database (DoE, 2009).

14 Kokopo District Figure 7: Kokopo District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Kokopo District Kokopo District is a small, semi-urban district. It runs along Blanch Bay and also includes the Duke of York Islands, as well as the volcanic plains between the Warangoi River and Kokopo town. The district has sealed roads which cover most of the mainland areas and water transport is common on the coast. The people of the Duke of York Islands are four hours travel away from the major service centre of Kokopo. Kokopo District has four LLGs and 84 wards. The district has 66 elementary schools and 28 primary schools in 2009. There were no community schools. These schools were provided by the government and churches that run as agency schools: Catholic Church (35%), United Church (46%), Government (14%) and others (5%). Summary Kokopo has a net admission rate (9.6%) below the provincial average (13.9%) and national average (24.2%). While 9.6 percent were admitted to Elementary Prep, 89.4 percent were still out of school or in other grades. The GER (87.0%) was just below the provincial average (87.1%) and the national average (88.6%). This suggests that access to education in Kokopo District was good in 2009. The NER (47.7%) was above the province average (44%) but below the national average (69.5%). Gender comparison sees a higher proportion of female for NAR, but males are dominant in GER and NER. The retention rate for Kokopo District (92.0%) is well above the province average (81.8%) and the national average (65%). In terms of quality UBE for Kokopo, the Grade 8 examination result for the three subjects (English, Mathematics and Combined Subject) were below the province and national average. The Sum of Mean Scores (56.8) was below the province average (59.5) and national average (60.0). This means that Kokopo’s progress towards quality of learning is slow.

15 Basic education institutions Table 14: Kokopo District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 66 188 5,283 177 Community 0 0 0 0 Primary 28 309 9,529 324 Total 94 497 14,812 501

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 8: Kokopo District - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 15: Kokopo District - number of schools by basic education providers

Provider # of Schools Catholic 33 Government 13 Others 5 United Church 44 Total 95

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 9: Kokopo District - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009).

16 Universal Basic Education indicators Net admission rates Table 16: Kokopo District - net admission rates

Male Female Total Kokopo District 9.3% 9.8% 9.6% East New Britain 13.5% 14.3% 13.9% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Gross and net enrolments Table 17: Kokopo District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Kokopo District 89.4% 84.5% 87.0% 47.9% 47.5% 47.7% East New Britain 89.0% 85.0% 87.1% 44.4% 43.6% 44.0% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Retention Table 18: Kokopo District - retention rates

Male Female Total Kokopo District 92% 92% 92% East New Britain 82% 82% 82% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality Table 19: Kokopo District - Grade 8 examination results by subject

English Mathematics Combined Sum of Written Language (average Subject (av- mean scores Expression (average marks marks out of erage marks (out of 50) (average out of 50) 50) out of 50) marks out of 50) Kokopo District 25.5 24.1 25.9 25.5 17.8 East New Britain 20.9 18.0 20.6 59.5 15.6

Source: Authors’ calculations from 2009 examination data from EMIS Database (DoE, 2009).

17 Pomio District Figure 10: Pomio District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Pomio District Pomio District stretches along the coastal plains in the south east of East New Britain Province. In the north, it covers the eastern side of the Baining Mountains. Moving south, it covers the Nakanai Mountains as well as Mt. Ulawun and Mt. Bamus. There are no major roads in this district, but minor roads of unknown quality run south of Kokopo and near Pomio. Pomio District has five LLGs and 119 wards. The district had 96 elementary schools, 16 community schools and 29 primary schools in 2009. These schools were provided by the government and churches that run as agency schools: Catholic Church (73%), United Church (9%), Government (17%) and others (1%). Summary Pomio has a net admission rate (16%) higher than the provincial average (13.9%) but below the national average (24.2%). While 16 percent were admitted to Elementary Prep, 84 percent were still out of school or in other grades. The GER (81.8.0%) was below the provincial average (87.1%) and the national average (88.6%). This suggests that access to education in Pomio District was good in 2009. The NER (39.4%) was below the province average (44%) and the national average (69.5%). Gender comparison sees a higher proportion of female for NAR, but males are dominant in GER and NER. The retention rate for Pomio District (81.7%) is just below the province average (81.8%) but above the national average (65%). In terms of quality UBE for Pomio, the Grade 8 examination results for the three subjects (English, Mathematics and Combined Subject) were above the province and national averages. The Sum of Mean Scores (61.6) was above the province average (59.5) and national average (60.0). Pomio was performing well above some of its fellow districts in 2009. The district’s Sum of Mean Scores was above the province average and was one of the highest. This showed that Pomio was progressing well towards achieving quality learning.

18 Basic education institutions Table 20: Pomio District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 96 209 4,532 173 Community 16 40 1,023 33 Primary 29 201 4,854 193 Total 141 450 10,409 399

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 11: Pomio District - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 21: Pomio District - number of schools by basic education providers

Provider # of Schools Catholic church 103 Government 24 Others 2 United church 12 Total 141

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 12: Pomio District - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009).

19 Universal basic education indicators Net admission rates Table 22: Pomio District - net admission rates

Male Female Total Pomio District 16.5% 15.5% 16.0% East New Britain 13.5% 14.3% 13.9% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Gross and net enrolments Table 23: Pomio District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Pomio District 84.9% 78.4% 81.8% 40.4% 38.4% 39.4% East New Britain 89.0% 85.0% 87.1% 44.4% 43.6% 44.0% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Retention Table 24: Pomio District - retention rates

Male Female Total Pomio District 8.4% 81.7% 81.7% East New Britain 81.9% 81.6% 81.8% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality Table 25: Pomio District - Grade 8 examination results by subject

English Mathematics Combined Sum of Written Language (average Subject (av- mean scores Expression (average marks marks out of erage marks (out of 50) (average out of 50) 50) out of 50) marks out of 50) Pomio District 21.2 18.7 21.2 61.6 16.4 East New Britain 20.9 18.0 20.6 59.5 15.6

Source: Authors’ calculations from 2009 examination data from EMIS Database (DoE, 2009).

20 Rabaul District Figure 13: Rabaul District map

Source: 2011 PNG National Population and Housing Census (NSO, 2013). About Rabaul District Rabaul District is a small, semi-urban district. It includes Simpson Harbour, Watom Island, and a series of volcanic peaks, of which Mt. Tavurvur is currently active. The eruption of Mt. Tarvurvur in 1994 almost destroyed the once-thriving commercial hub of Rabaul and saw the provincial headquarters instead shift to nearby Kokopo. Sealed roads cover most of the mainland areas and water transport is common on the coast. Rabaul District has four LLGs and 53 wards. The district has 28 elementary schools, three community schools and 18 primary schools in 2009. These schools were provided by he government and churches that run as agency schools: Catholic Church (33%), United Church (39%), Government (26%) and others (2%). Summary Rabaul Distirct has a net admission rate (13.4%) just below the provincial average (13.9%) and lower than the national average (24.2%). While 13.4 percent were admitted to Elementary Prep, 86.6 percent were still out of school or in other grades. The GER (87.2%) was just above the provincial average (87.1%) but below the national average (88.6%). This suggests that many school-aged children were not in school in 2009 in Rabaul. The NER (42.1%) was below the provincial average (44%) and the national average (69.5%). Gender comparison sees a higher proportion of females for NAR, but males are dominant in GER and NER. The retention rate for Rabaul District (92.3%) was higher than the province average (81.8%) and the national average (65%). In terms of quality UBE for Rabaul, the Grade 8 examination result for the three subjects (English, Mathematics and Combined Subject) were above the province and national average. The Sum of Mean Scores (62.8) was above the province average (59.5) and national average (60.0). Rabaul was performing well above some of its fellow districts in 2009. The district’s Sum of Mean Scores was above the province average and was one of the highest. This suggests that Rabaul was progressing well towards achieving quality learning.

21 Basic education institutions Table 26: Rabaul District - number of schools, classes, students and teachers by school level

School Level Schools Classes Students Teachers Elementary 28 98 2,932 89 Community 3 2 52 2 Primary 18 147 4,208 159 Total 49 247 7,192 250

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 14: Rabaul District - basic education distribution

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Education providers Table 27: Rabaul District - number of schools by basic education providers

Provider # of Schools Catholic church 16 Government 13 Others 1 United church 19 Total 49

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009). Figure 15: Rabaul District - basic education providers

Source: 2009 Education Statistical Bulletin and EMIS Database (DoE, 2009).

22 Universal basic education indicators Net admission rates Table 28: Rabaul District - net admission rates

Male Female Total Rabaul District 11.9% 15.1% 13.4% East New Britain 13.5% 14.3% 13.9% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Gross and net enrolments Table 29: Rabaul District - gross and net enrolment rates

Gross Enrolment Net Enrolment Male Female Total Male Female Total Rabaul District 89.1% 85.3% 87.2% 42.9% 41.3% 42.1% East New Britain 89.0% 85.0% 87.1% 44.4% 43.6% 44.0% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Retention Table 30: Rabaul District - retention rates

Male Female Total Rabaul District 93.0% 91.5% 92.3% East New Britain 81.9% 81.6% 81.8% Source: Authors’ calculations from 2009 enrolment data from EMIS Database (DoE, 2009) and 2011 PNG National Population and Housing Census (NSO, 2013). Quality Table 31: Rabaul District - Grade 8 examination results by subject

English Mathematics Combined Sum of Written Language (average Subject mean scores Expression (average marks marks out of (average marks (out of 50) (average out of 50) 50) out of 50) marks out of 50) Rabaul District 22.1 18.5 22.2 62.8 16.1 East New Britain 20.9 18.0 20.6 59.5 15.6

Source: Authors’ calculations from 2009 examination data from EMIS Database (DoE, 2009).

23 Summary of findings East New Britain Province’s performance in UBE in 2009 is reported in this profile. In 2009, East New Britain Province’s access rates in terms of NAR (13.9%) and GER (87.1%) were lower than the national averages (24.2% and 88.6% respectively), while the NER (44.0%) was below the national average (69.5%) as well. In terms of distribution by districts, Gazelle (16.5%) had the highest NAR followed by Pomio (16.0%), Rabaul (13.4%), and Kokopo (9.6%). In terms of GER, Gazelle (92.0%) had the highest while Pomio (82.0%) had the lowest; Rabaul (87.0%) and Kokopo (870%) scored in the middle. Kokopo had the highest NER (47.7%) followed by Gazelle (46.8%), Rabaul (42.1%) and Pomio (39.4%). The figures for East New Britain as a province and its districts suggest that student enrolment in basic education was below average. East New Britain Province had higher retention rates (81.8%) than the national average (65%) in 2009. Comparisons between districts show that Rabaul (92.3%) had the highest retention rates followed by Kokopo (92.0%), Pomio (81.7%) and Gazelle (73.4%). Quality is measured using the results for Grade 8 national examinations. The data shows that East New Britain Province’s averages (59.5) was below the national average (60.0) in 2009. In terms of districts, Rabaul (62.7) was the highest average followed by Pomio (61.1), Kokopo (56.8) and Gazelle (56.3). The data suggest that East New Britain Province was making slow progress towards achieving quality UBE in Grade 8 national examinations. Table 32: Summary of East New Britain Province’s Performance in UBE in 2009. 2009

Access Retention Quality NAR GER NER CRR Sum of mean scores

East New Britain Province 13.9% 87.1% 44.0% 81.8% 59.5 Gazelle 16.5% 92% 46.8% 73.4% 56.3 Kokopo 9.6% 87% 47.7% 92.0% 56.8 Pomio 16.0% 82% 39.4% 81.7% 61.1 Rabaul 13.4% 87% 42.1% 92.3% 62.7

24 Bibliography Department of Education. (2009). Achieving a better future through Universal Basic Education Plan 2010-2019. Port Moresby: Department of Education. Department of Education. (n.d.). GoPNG [website]. Retrieved from http://www.education.gov.pg/Students/ index.html (accessed 29 June 2018). Department of Education. (2009). Department of Education Statistics. Port Moresby: Department of Education. Kukari, A. (2015). A situational analysis of education in Papua New Guinea. Port Moresby: Papua New Guinea National Research Institute. Kukari, A., Reta, M. and Michael, P. (2015). 2007 Universal Basic Education Provincial and District Profiles. Port Moresby: Papua New Guinea National Research Institute. National Statistical Office of Papua New Guinea. (2013).2011 Papua New Guinea National Population and Housing Census. Port Moresby: National Statistical Office. Papua New Guinea National Research Institute. (2010). District and provincial profiles. Port Moresby: Author. Shaeffer, S. (1995). Workshop on Education for All: Five Years After Jomtien.In Education News, No 13. New York: UNICEF.

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This publication is supported by the Australian Government in partnership with the Government of Papua New Guinea.

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